摘要 本研究主要聚焦於助人者對於諮商與輔導的差異性與專業認同，探討專業實務工作者多年的助人經驗，藉此整理出個人如何看待諮商與輔導工作之間的相異之處，以及目前所遇到的現況及挑戰，以此呈現出釐清助人專業界線以及專業分流的重要性。 本研究方法採取半結構的質性訪談，從主題式研究分析中，探討助人者工作的實務經驗與感受，釐清兩者專業領域的本質及觀點，研究參與者為三位任職於學校及心理相關機構之助人工作者（兩位具有教師證照及諮商心理師考照資格、一位具有諮商心理師證照；三位皆女性），平均工作年資為六年。研究結果探討助人者之輔導與諮商的實務經驗，與工作上的專業認同，內容包含：(一)輔導專業的角色定位與整體功能性，以及校內與系統的合作經驗、過去培訓產生的影響性；(二)學校諮商專業針對校內狀況與挑戰性議題的探討；（三）助人工作者的工作歷程與專業認同。根據研究結果討論，輔導與諮商工作實務所面對的挑戰以及工作界線模糊形成的專業認同不穩定之狀況，期待促進未來更多研究進一步探討輔導與諮商專業分工與合作模式。文末並針對研究、實務工作者和諮商輔導培訓系所提出建議，期待未來助人工作者與學校輔導系統工作人員能達到更完整及順暢的合作，並讓養成教育之培訓設計能依據工作實務有專業分流的設計，使得學校輔導與諮商工作的專業能更精緻。 AbstractThis research mainly focused on the differences and professional identities of guidance teachers and counseling psychologists. The study explored participants’ years of work experiences as helping professionals, investigate the differences between guidance and counseling, and the current situations and challenges, in order to present the importance of clarifying professional boundaries and professional divergence of helping professions. This research used semi-structured qualitative interviews to collect data from three participants who work in schools and community clinics (One is licensed counseling psychologists, and two are qualified for counseling psychologists’ licensure examination; all are women), with an average working experience of six years. Thematic analysis was used for data analysis to investigate participants’ clinical experiences and to clarify the essence and perspectives of the two professional fields. The results include: (1) The role positions and overall functions of the guidance profession, the collaborations within the school system, and the influences of previous trainings; (2) Discussions on school counseling and challenging issues; (3) The personalities and professional identities of helping professionals. Based on the analysis and discussion, the research presented the clinical challenges and the instability of professional identities due to the blurred work boundary between guidance and counseling work. We hope to promote future research to discuss models of the professional division and collaboration between guidance and counseling professions. We also hope that training programs will consider customizing their curriculum design based on school guidance and counseling clinical work to refine the professions. ?
